METAPHORS WE LIVE BY EAF 587 COMMUNITY RELATIONS Linda L. Lyman, Ph.D. Professor
Concepts Our concepts structure: What we perceive How we get around in the world How we relate to other people How we create the world of school Our conceptual system thus plays a central role in defining our everyday realities
An Illustration Most of our fundamental concepts are organized in terms of one or more spatial metaphors Active is up Passive is down Not all cultures give the priorities we do to up-down orientation Implications?
Other Examples More is better  More is up  Good is up But not,  “Less is better” The future will be better  The future is up  Good is up  But not,  “The future will be worse”
Metaphors Human thought processes are largely metaphorical The human conceptual system is metaphorically structured and defined Fundamental values in a culture will be coherent with the metaphorical structure of the most fundamental  concepts in the culture
Example 1 Concept = Argument Metaphor = Argument is war Type = Structural Implications for culture? Implications for relationships? Implications for schools?
Alternative Metaphor The argument was balanced The participants took turns Each point of view unfolded through a series of steps Each point of view was engaging and gracefully presented The dialogue ended with an  unexpected turn
What did you hear? Concept = Argument Metaphor = Argument is a dance Type = Structural Implications for culture? Implications for relationships? Implications for schools?
Example 2 Concept = Love Metaphor = Love is a journey Type = Structural Implications for culture? Implications for relationships? Implications for schools? Does “the journey is love” differ?
Alternative Metaphor Love is a collaborative work of art Type – Unconventional Implications for culture? Implications for relationships? Implications for schools?
Example 3 Concept = Time Metaphor = Time is money. Type = Cultural System/Commodity Implications for the culture? Implications for relationships? Implications for schools?
Alternative Metaphor Time stands still. Type = Personification/What happens when we experience what Greeks called  kairos  time Implications for culture? Implications for relationships? Implications for schools?
Example 4 Concept = Mind Metaphor = Mind is a machine Type = Ontological Implications for culture? Implications for relationships? Implications for schools?
Alternative Metaphor Her ego is very fragile You have to handle him with care He broke under cross-examination She is easily crushed The experience shattered him His mind snapped I am going to pieces
What did you hear? Concept = Mind Metaphor = Mind is a brittle object Type = Ontological Implications for culture? Implications for relationships Implications for schools?
Self-Understanding Develop an awareness of metaphors we live by Metaphors have an experiential basis Seek experiences that can develop alternative metaphors Experience alternative metaphors as signs of cognitive flexibility and keys to empathy
Ritual Metaphors we live by are partially preserved in ritual Cultural metaphors are taught through ritual There can be no culture without metaphors and ritual Choose metaphors and rituals carefully
Summary We are normally not aware of our conceptual systems or mental models We act according to the way we conceive of things Our language is evidence of our conceptual systems Leadership requires paying attention to language, especially to metaphors

Metaphors we live by

  • 1.
    METAPHORS WE LIVEBY EAF 587 COMMUNITY RELATIONS Linda L. Lyman, Ph.D. Professor
  • 2.
    Concepts Our conceptsstructure: What we perceive How we get around in the world How we relate to other people How we create the world of school Our conceptual system thus plays a central role in defining our everyday realities
  • 3.
    An Illustration Mostof our fundamental concepts are organized in terms of one or more spatial metaphors Active is up Passive is down Not all cultures give the priorities we do to up-down orientation Implications?
  • 4.
    Other Examples Moreis better More is up Good is up But not, “Less is better” The future will be better The future is up Good is up But not, “The future will be worse”
  • 5.
    Metaphors Human thoughtprocesses are largely metaphorical The human conceptual system is metaphorically structured and defined Fundamental values in a culture will be coherent with the metaphorical structure of the most fundamental concepts in the culture
  • 6.
    Example 1 Concept= Argument Metaphor = Argument is war Type = Structural Implications for culture? Implications for relationships? Implications for schools?
  • 7.
    Alternative Metaphor Theargument was balanced The participants took turns Each point of view unfolded through a series of steps Each point of view was engaging and gracefully presented The dialogue ended with an unexpected turn
  • 8.
    What did youhear? Concept = Argument Metaphor = Argument is a dance Type = Structural Implications for culture? Implications for relationships? Implications for schools?
  • 9.
    Example 2 Concept= Love Metaphor = Love is a journey Type = Structural Implications for culture? Implications for relationships? Implications for schools? Does “the journey is love” differ?
  • 10.
    Alternative Metaphor Loveis a collaborative work of art Type – Unconventional Implications for culture? Implications for relationships? Implications for schools?
  • 11.
    Example 3 Concept= Time Metaphor = Time is money. Type = Cultural System/Commodity Implications for the culture? Implications for relationships? Implications for schools?
  • 12.
    Alternative Metaphor Timestands still. Type = Personification/What happens when we experience what Greeks called kairos time Implications for culture? Implications for relationships? Implications for schools?
  • 13.
    Example 4 Concept= Mind Metaphor = Mind is a machine Type = Ontological Implications for culture? Implications for relationships? Implications for schools?
  • 14.
    Alternative Metaphor Herego is very fragile You have to handle him with care He broke under cross-examination She is easily crushed The experience shattered him His mind snapped I am going to pieces
  • 15.
    What did youhear? Concept = Mind Metaphor = Mind is a brittle object Type = Ontological Implications for culture? Implications for relationships Implications for schools?
  • 16.
    Self-Understanding Develop anawareness of metaphors we live by Metaphors have an experiential basis Seek experiences that can develop alternative metaphors Experience alternative metaphors as signs of cognitive flexibility and keys to empathy
  • 17.
    Ritual Metaphors welive by are partially preserved in ritual Cultural metaphors are taught through ritual There can be no culture without metaphors and ritual Choose metaphors and rituals carefully
  • 18.
    Summary We arenormally not aware of our conceptual systems or mental models We act according to the way we conceive of things Our language is evidence of our conceptual systems Leadership requires paying attention to language, especially to metaphors

Editor's Notes

  • #4 PAIRS He rises early in the morning. He dropped off to sleep He’s climbing the ladder. He is at the bottom of the social hierarchy I am on top of the situation She is under my control If you work hard you will get ahead The lazy will always fail to succeed In some cultures balance, centeredness, and sharing are priority values
  • #5 PAIRS More is Better More is up Buy the big car and don’t worry about the future His income rose Good is up He does high-quality work She’ll rise to the top LESS IS BETTER? Trappist monks, Quakers, Mennonites The future will be better The future is up Incomes will rise in the future Good is up Virtue will be rewarded THE FUTURE WILL BE WORSE?
  • #6 This is why more is better and less is better conflict – and we tend to assume everyone thinks like we do
  • #7 Let’s talk through this first example. Notice the words in italics
  • #12 This is not a metaphor that would be accepted in all cultures – e.g. Asian, Native American – if a relatively new idea in hum history. Goes with western materialistic capitalist economy
  • #16 Difference between machine and object vulnerable to breaking Cognitive and affective emphasis in schools